Leadership and Management Skills
\nPage 1 of 12
\nAPPENDIX GA36b<\/p>\n
LEVEL 5 ASSESSMENT SPECIFICATION
\nAssignmentTutorOnline<\/p>\n
Programme:\tBA (Hons) Leadership and Management Skills for the Workplace
\nModule:\tDeveloping workplace critical thinking
\nModule code:\tBMSW 5101\tContribution to
\nOverall Module
\nAssessment (%):\t100%
\nLecturer:\tDr Gregory Cowan\tInternal Verifier:\tMd Kalam
\nAssignment Title:\tPart 1\u2013 Individual
\nBusiness Report
\n\u201cHow do organisational
\nbeliefs, attitudes, and
\nvalue systems affect
\nworkplace behaviour?
\nHow will workplace
\nchanges for the post
\nlockdown business
\nenvironment tackle the
\nnew business
\nchallenges, and create
\nmore resilient
\nbusinesses in future?\u201d
\nPart 2- Reflective
\nJournal
\nReflective journal on each
\nof nine weekly learning
\nand teaching sessions\tWord count (or
\nequivalent):\tAssignment Brief,
\ncomprising
\nPart 1, 2500 word
\nbusiness report
\nand
\nPart 2, 2000 word
\nreflective Journal
\n(outlining the
\nsummary of the
\nlearning sessions
\nfrom week 1 to
\nweek 9 inclusive)
\nTotal 4,500 words
\nSubmission
\ndeadline:\tTo be announced by the
\nAssessment team
\nPlease refer to the assessments
\nschedule published on
\nStudents\u2019 Hall in Moodle\tReturn date of
\nprovisional marks
\n& written feedback:\t20 Working days
\nafter submission
\ndeadline
\nSubmission
\nmethod:\tAll written assessments, where practical and possible, must be submitted via
\nTurnitin unless otherwise instructed by the Lecturer. (Please DO NOT put this
\nassessment specification into Turnitin or it will match many similarities with
\nother students\u2019 submissions.)
\nPage 2 of 12<\/p>\n
Alternative submission method (if applicable):
\nLate submission of the assessment will result in a late penalty mark.
\nPenalties for late submission: Up to one week late, maximum mark of 40%.
\nOver one week late, 0%. Only the Extenuating Circumstances Panel may
\napprove a change to submission dates.
\nAcademic
\nhonesty \/
\nreferencing:\tAcademic honesty is required. In the main body of your submission you must
\ngive credit to authors on whose research and ideas your work is based. Append
\nto your submission a reference list that indicates the books, articles, etc. that
\nyou have used, cited or quoted in order to complete this assessment.
\nPage 3 of 12<\/p>\n
Module Learning Outcomes
\n(from module syllabus)
\n\u2022 Discriminate and analyse the difference between beliefs, attitudes and values
\nwithin a workplace context;
\n\u2022 Critically assess their own beliefs, attitudes and value systems and their
\nimpact on workplace behaviour;
\n\u2022 Apply the critical assessment of an appropriate management theory to evaluate
\nhow someone with different beliefs, attitudes and values might interpret the theory
\ndifferently<\/p>\n
TASK DESCRIPTION
\nASSESSMENT TASK-100%- Part 1-50% and Part 2-50%
\nPart 1- Report (50%)-2,500 words
\nProduce a 2,500 word (+\/- 10%) academic report. Apply academic management models, methods,
\nand theories to assess the impact of organisational beliefs, attitudes, and value systems on
\nworkplace behaviour.
\nIdentify an organisation of which you have some recent experience and interest in future. If you
\nhave never worked for an organisation, then please choose an extracurricular organisation you are
\ninvolved in, or an alternative organisation that you know a lot about, in terms of what happens within
\nthe internal organisation environment (e.g. an organisation your parent\/partner works for). If you are
\nhaving problems choosing an organisation, please discuss this with your module lecturer.
\nHaving chosen your organisation and reviewed the brief scenario above, you then need to answer
\nthe following questions:
\nQuestion
\n\u201cHow do organisational beliefs, attitudes, and value systems affect workplace behaviour?
\nAlso, how will tailoring workplace changes for the post-COVID mindset tackle the challenges
\nwe face now, and create more resilient businesses in the future?\u201d
\nTask Description\/Scenario:
\n\u201cWhile there is no silver-bullet solution or perfect working environment, the crisis (2020) offered
\nopportunities to reshape the workplace and create spaces that were meaningfully centred on the
\nhuman experience.\u201d Past pandemics have brought \u2018sea changes\u2019 to design in many areas from how
\ncities are planned to how bathrooms are finished.\u201d
\n(In regard to design see also the ISIK University research project ( help with nursing paper writing from experts with MSN & DNP degrees) http:\/\/spaceinpandemic.com ).
\nPage 4 of 12
\n\u201c\u2026never before have we seen such an urgency for the corporate office to adapt or fall behind.
\nTailoring workplace changes for the post-COVID mindset will tackle the challenges we face now
\nand create more resiliency for businesses in the future.\u201d
\nCerruti, K and Godoski, L 2020 \u201cFive Post-COVID Behaviors(sic) and Attitudes that will Reshape
\nthe Workplace\u201d in Workdesign Magazine [Online] Available:
\nhttps:\/\/www.workdesign.com\/2020\/06\/five-post-covid-behaviors-and-attitudes-that-will-reshapethe-workplace\/ (copy the link into your browser)
\nReport Details:
\nWrite a business report, fully (Harvard) referenced, and include the following sections:
\n1. Briefly Introduce the organisation you have chosen to write about
\n2. Briefly introduce the key management theory or theories that will underpin your report
\n3. Answer the question by applying the key theory\/theories to your chosen organisation
\n4. Provide a critical Assessment of the theory\/theories to assess how someone with different
\nbeliefs, attitudes and values might interpret the theory differently
\n5. Make recommendations with valid justifications (based on your answer and critique) for
\nspecific organisational changes for the post-COVID mindset in terms of beliefs, attitudes, and
\nvalue systems that may help the organisation to tackle the challenges they face now and
\ncreate more resiliency for them in the future.
\nPart 2 (50%)- Reflective Journal- 2,000 words +\/- 10%)
\nWrite a reflective learning journal by including the teaching and learning session from week 1 to week 9 with Harvard
\nReferences. Your learning journal should focus on learning that took place in weekly lessons and practical exercises.
\nEnsure that your report and learning Journal:
\na) Discriminates between \u2013 and analyses the difference between \u2013 beliefs, attitudes, and values
\nwithin a workplace context.
\nb) Critically assesses organisation\u2019s own beliefs, attitudes and value systems and their impact
\non workplace behaviour.
\nc) Applies the critical assessment of an appropriate management theory to evaluate how
\nsomeone with different beliefs, attitudes and values might interpret the theory differently.
\nd) Is within the requested word limit of 2,500 words for part 1 and 2,000 words for part 2 (Total-
\n4,500 +\/- 10% words)
\ne) Uses a suitable report structure (including executive summary) for the part 1
\nf) Is presented in a professional way
\nPage 5 of 12
\ng) Uses good grammar, spelling, and punctuation
\nh) Complies with University guidance on referencing: UWTSD Harvard Referencing Guide
\n\u2013 https:\/\/uwtsd.ac.uk\/media\/uwtsd-website\/content-assets\/documents\/library-and-learningresources\/infoskills\/Harvard-eng_v.1.2.pdf
\nPage 6 of 12<\/p>\n
GUIDANCE FOR STUDENTS IN THE COMPLETION OF
\nTASKS
\nEngagement with Literature Skills
\nYour work must be informed and supported by scholarly material that is relevant to and focused on the task(s) set. You
\nshould provide evidence that you have accessed an appropriate range of sources, which may be academic,
\ngovernmental and industrial; these sources may include academic journal articles, textbooks, current news articles,
\norganisational documents, and websites. You should consider the credibility of your sources; academic journals
\nare normally highly credible sources while websites require careful consideration\/selection and should be
\nused sparingly. Any sources you use should be current and up-to-date, mostly published within the last five years
\nor so, though seminal\/important works in the field may be older. You must provide evidence of your research\/own
\nreading throughout your work, using a suitable referencing system, including in-text citations in the main body of your
\nwork and a reference list at the end of your work.
\nGuidance specific to this assessment: There should be at least 15 academic references to support your work from
\na variety of valid and reliable sources. A reference list should be provided using Harvard referencing convention.
\n2. Knowledge and Understanding Skills
\nAt level 5, you should be able to demonstrate: sound knowledge and critical understanding of the well-established
\nconcepts and principles of the subject area and the way in which those principles have developed; knowledge
\nof the main methods of enquiry in the discipline. Knowledge relates to the facts, information and skills you have
\nacquired through your learning. You demonstrate your understanding by interpreting the meaning of the facts and
\ninformation (knowledge). This means that you need to select and include in your work the concepts, techniques,
\nmodels, theories, etc. appropriate to the task(s) set. You should be able to explain the theories, concepts, etc.
\nmeaningfully to show your understanding. Your mark\/grade will also depend upon the extent to which you demonstrate
\nyour knowledge and understanding.
\nGuidance specific to this assessment: You will need to select and include the concepts, techniques, models,
\ntheories, etc. appropriate to the task(s) set and analyse the difference between \u2013 beliefs, attitudes, and
\nvalues within a workplace context
\n3. Cognitive and Intellectual Skills
\nYou should be able to critically analyse information, and propose solutions to problems arising from that analysis,
\nincluding the critical Assessment of the appropriateness of different approaches to solving problems. Your work must
\ncontain evidence of logical, analytical thinking, Assessment and synthesis. For example, to
\nexamine and break information down into parts, make inferences, compile, compare and contrast information. This
\nmeans not just describing what! But also justifying: Why? How? When? Who? Where? At what cost? At all times,
\nyou must provide justification\/evidence for your arguments and judgements. Evidence that you have reflected upon the
\nideas of others within the subject area is crucial to you providing a reasoned and informed debate within your work.
\nFurthermore, you should provide evidence that you are able to make sound judgements and convincing arguments
\nusing data and concepts, with an understanding of the limits of knowledge, and how this influences analyses and
\ninterpretations. Sound, valid conclusions are necessary and must be derived from the content of your work.
\nWhere relevant, alternative solutions and recommendations may be proposed.
\nGuidance specific to this assessment: Critically analyse and evaluate your sources and draw appropriate conclusions
\nsupported by academic references. You should demonstrate your knowledge and understanding of relevant theories and
\nmodels associated with critical thinking
\n4. Practical Skills
\nAt level 5, you should be able to use\/deploy a range of established techniques within the discipline, and apply underlying
\nconcepts and principles outside the context in which they were first studied, including, where appropriate, the
\napplication of those principles in an employment context. You should be able to demonstrate how the subject-related
\nconcepts and ideas relate to real world situations and\/or a particular context. How do they work in practice? You will
\ndeploy models, methods, techniques, and\/or theories, in that context, to assess current situations, perhaps to formulate
\nplans or solutions to solve problems, or to create artefacts, some of which may be creative. This is likely to involve, for
\ninstance, the use of real world artefacts, examples and cases, the application of a model within an organisation and\/or
\nbenchmarking one theory or organisation against others based on stated criteria. You should show awareness of
\nthe limitations of concepts and theories when applied in particular contexts.
\nGuidance specific to this assessment: Give relevant examples of how beliefs, attitudes and values can impact on
\nPage 7 of 12
\norganisational success.
\n5. Transferable Skills for Life and Professional Practice
\nYour work must provide evidence of the qualities and transferable skills necessary for employment requiring the exercise
\nof personal responsibility and decision-making. This includes demonstrating: professional development to advance
\nexisting skills and acquire new competences that will enable you to assume significant responsibility within
\norganisations; that you can initiate and complete tasks and procedures, whether individually and\/or collaboratively;
\nthat you can use appropriate media to effectively communicate information, arguments and analysis in a variety of
\nforms to specialist and non-specialist audiences; fluency of expression; clarity and effectiveness in presentation and
\norganisation. Work should be coherent and well-structured in presentation and organisation.
\nGuidance specific to this assessment: Your report should be presented in a clear and coherent format.
\nPage 8 of 12<\/p>\n
STUDENT FEEDBACK FORM
\nThis section details the extent to which the assessment criteria are demonstrated by you, which in turn determines your
\nmark. The marks available for each category of skill are shown. Lecturers will use the space provided to comment on
\nthe achievement of the task(s), including those areas in which you have performed well and areas that would benefit
\nfrom development\/improvement.<\/p>\n
Generic Assessment Criteria\tMarks
\navailable\tMarks
\nawarded
\n1. Engagement with Literature Skills
\nTask 1 \u201305
\nTask 2 \u2013 05\t10
\n2. Knowledge and Understanding Skills
\nTask 1 \u2013 15
\nTask 2 \u2013 15\t30
\n3. Cognitive and Intellectual Skills
\nTask 1 \u2013 15
\nTask 2 \u2013 15\t30
\n4. Practical Application Skills
\nTask 1 \u201310
\nTask 2 \u2013 10\t20
\n5. Transferable Skills for Life and Professional Practice
\nTask 1 \u201305
\nTask 2 \u2013 05\t10<\/p>\n
Assessment Mark (Assessment marks are subject to ratification at the
\nExam Board. These comments and marks are to give feedback on module work
\nand are for guidance only until they are confirmed. )\tLate Submission Penalties (tick if
\nappropriate)\t%
\nUp to 1 week late (40% Max)
\nOver 1 week late (0%)<\/p>\n
GENERIC ASSESSMENT CRITERIA<\/p>\n
Level 5
\nIn accordance with the Framework for Higher Education Qualifications, at the end of Level 5 students will be expected to have developed sound knowledge
\nand critical understanding of the well-established concepts and principles in their field of study, and of the way in which those principles have developed.
\nThey will have learned to apply those concepts and principles more widely outside the context in which they were first studied, including, where appropriate,
\nthe application of those principles in an employment context. They will have knowledge of the main methods of enquiry in the subject area, and ability to
\nevaluate critically different approaches to problem solving. They will possess an understanding of the limits of their knowledge, and how this influences their
\nanalyses and interpretations. They will be able to use a range of established techniques to initiate and undertake critical analysis of information, and to
\npropose solutions to problems arising from that analysis. They will be able to effectively communicate information, arguments and analysis in a variety of
\nforms to specialist and non-specialist audiences, and deploy key techniques of the discipline effectively. They will be able to undertake further training,
\ndevelop existing skills and acquire new competences that will enable them to assume significant responsibility within organisations. They will have the
\nqualities and transferable skills necessary for employment requiring the exercise of personal responsibility and decision-making.<\/p>\n
Level 5\tFAIL\tMARGINAL FAIL\tSATISFACTORY
\n(3rd \/ Pass)\tGOOD
\n(2.2 \/ Pass)\tVERY GOOD
\n(2.1 \/ Merit)\tEXCELLENT
\n(1st \/ Distinction)\tEXCEPTIONAL
\n(1st \/ Distinction)
\nCategory\t0-29%\t30-39%\t40-49%\t50-59%\t60-69%\t70-84%\t85-100%
\nEngagement
\nwith literature
\n(including
\nreading,
\nreferencing,
\nacademic
\nconventions and
\nacademic
\nhonesty)\tLittle or no
\nevidence of
\nreading and\/or
\nreliance on
\ninappropriate
\nsources.
\nViews and
\nfindings mostly
\nunsupported and
\nnon
\nauthoritative.
\nReferencing
\nconventions
\nused
\nincoherently or
\nlargely absent.\tPoor
\nengagement
\nwith essential
\nreading. No
\nevidence of
\nwider reading.
\nReliance on
\ninappropriate
\nsources, and\/or
\nindiscriminate
\nuse of sources.
\nHeavily reliant
\non information
\ngained through
\nclass contact.
\nInconsistent and
\nweak use of
\nreferencing.\tEngagement
\nwith a limited
\nrange of mostly
\nrelevant and
\ncredible sources.
\nSome omissions
\nand minor
\nerrors.
\nReferencing
\nconventions
\nevident though
\nnot always
\napplied
\naccurately or
\nconsistently.\tEngagement
\nwith an
\nappropriate
\nrange of
\nliterature,
\nincluding
\nsources
\nretrieved
\nindependently.
\nSome over
\nreliance on texts.
\nReferencing may
\nshow minor
\ninaccuracies or
\ninconsistencies.\tEngagement
\nwith a wide
\nrange of
\nliterature,
\nincluding
\nsources
\nretrieved
\nindependently.
\nSelection of
\nrelevant and
\ncredible sources.
\nVery good use of
\nreferencing, with
\nno\/very few
\ninaccuracies or
\ninconsistencies.\tEngagement
\nwith an
\nextensive range
\nof relevant and
\ncredible
\nliterature.
\nConsistently
\naccurate
\napplication of
\nreferencing.\tExceptional
\nengagement
\nwith an
\nextensive range
\nof relevant and
\ncredible
\nliterature. High
\nlevel referencing
\nskills
\nconsistently
\napplied.
\nKnowledge
\nand
\nunderstanding
\n(Sound
\nknowledge and\tMajor gaps in
\nknowledge with
\nunsatisfactory,
\nuncritical
\nunderstanding of\tFragmentary
\nknowledge, with
\nonly superficial
\ncritical
\nunderstanding.\tLimited but
\nadequate
\nknowledge and
\ncritical
\nunderstanding of\tKnowledge is
\nreasonably
\ndetailed and
\naccurate. A good
\ncritical\tKnowledge is
\nreasonably
\nextensive.
\nExhibits very
\ncompetent\tExcellent,
\ndetailed
\nknowledge and
\nhighly critical
\nunderstanding of\tExceptionally
\ndetailed
\nknowledge and
\noutstanding
\ncritical<\/p>\n
Level 5\tFAIL\tMARGINAL FAIL\tSATISFACTORY
\n(3rd \/ Pass)\tGOOD
\n(2.2 \/ Pass)\tVERY GOOD
\n(2.1 \/ Merit)\tEXCELLENT
\n(1st \/ Distinction)\tEXCEPTIONAL
\n(1st \/ Distinction)
\nCategory\t0-29%\t30-39%\t40-49%\t50-59%\t60-69%\t70-84%\t85-100%
\ncritical
\nunderstanding of
\nthe well
\nestablished
\nconcepts and
\nprinciples in their
\nfield of study;
\nknowledge of the
\nmain methods of
\nenquiry in the
\ndiscipline.)\tthe subject
\nmatter. Much
\nirrelevant
\nmaterial.
\nSubstantial
\ninaccuracies.
\nSignificantly
\nflawed
\nunderstanding of
\nthe main
\nmethods of
\nenquiry in the
\ndiscipline.\tSome significant
\ninaccuracies
\nand\/or irrelevant
\nmaterial.
\nIncomplete or
\npartially flawed
\nunderstanding of
\nthe main
\nmethods of
\nenquiry in the
\ndiscipline.\tthe well
\nestablished
\nconcepts and
\nprinciples within
\nthe subject area,
\nwith a few gaps
\nin the selection
\nof material. A
\nnarrow critical
\nunderstanding of
\nthe main
\nmethods of
\nenquiry.\tunderstanding of
\nthe well
\nestablished
\nconcepts and
\nprinciples and
\nthe main
\nmethods of
\nenquiry, with
\nminor gaps in
\nthe selection of
\nmaterial.\tcritical
\nunderstanding of
\nthe well
\nestablished
\nconcepts and
\nprinciples of the
\nsubject and the
\nmain methods of
\nenquiry.
\nBreadth and
\ndepth of
\nknowledge.\tthe well
\nestablished
\nconcepts and
\nprinciples of the
\nsubject and the
\nmain methods of
\nenquiry.\tunderstanding of
\nthe well
\nestablished
\nconcepts and
\nprinciples of the
\nsubject and the
\nmain methods of
\nenquiry. May go
\nbeyond
\nestablished
\ntheories.
\nCognitive and
\nintellectual
\nskills
\n(Critical
\nAssessment and
\nanalysis of
\nconcepts and
\nprinciples;
\nargument and
\njudgement; the
\nlimits of their
\nknowledge, and
\nhow this
\ninfluences their
\nanalyses and
\ninterpretations.)\tWholly or almost
\nwholly
\ndescriptive work.
\nLittle or no
\ncritical
\nAssessment and
\nanalysis of
\nconcepts and
\nprinciples.
\nFailure to
\ndevelop
\narguments,
\nleading to
\nillogical or invalid
\njudgements.
\nUnsubstantiated
\ngeneralisations
\nor opinion, made
\nwithout use of
\nany credible
\nevidence.\tLargely
\ndescriptive work,
\nwith superficial
\nuse of critical
\nAssessment and
\nanalysis of
\nconcepts and
\nprinciples. Weak
\ndevelopment of
\narguments and
\njudgements.
\nInformation
\naccepted
\nuncritically, uses
\ngeneralised
\nstatements
\nmade with scant
\nevidence and
\nunsubstantiated
\nopinions. Ideas
\nsometimes
\nillogical and
\ncontradictory.\tLimited attempt
\nat critical
\nAssessment and
\nanalysis of
\nconcepts and
\nprinciples,
\ntending towards
\ndescription.
\nSome evidence
\nto support
\narguments and
\njudgements but
\nthese may be
\nunderdeveloped,
\nwith a little
\ninconsistency \/
\nmis
\ninterpretation or
\nfailure to fully
\nrecognise limits
\nof knowledge.\tSome critical
\nAssessment and
\nanalysis of
\nconcepts and
\nprinciples,
\nthough
\ndescriptive in
\nparts.
\nAn emerging
\nawareness the
\nlimits of their
\nknowledge and
\nability to use
\nevidence to
\nsupport the
\nargument though
\nwith some
\ntendency to
\nassert\/state
\nopinion rather
\nthan argue on
\nthe basis of
\nreason and
\nevidence.
\nMostly valid
\narguments and
\nlogical
\njudgements.\tSound critical
\nAssessment and
\nanalysis of
\nconcepts. Is
\nselective in the
\nrange of
\nevidence used
\nand synthesises
\nrather than
\ndescribes. Ability
\nto devise
\narguments that
\nshow awareness
\nof different
\nstances, and use
\nevidence
\nconvincingly, to
\nsupport
\nappropriate and
\nvalid
\njudgements.\tExcellent critical
\nAssessment and
\nanalysis of
\nconcepts and
\nprinciples
\nleading to
\nlogical,
\nevidence-based,
\nreasoned
\narguments and
\njudgements.
\nExplicit
\nrecognition of
\nother stances
\nand a strong
\nawareness of
\nthe limits of their
\nknowledge.
\nA capacity for
\nindependent
\nthought and
\nability to \u2018see
\nbeyond the
\nquestion\u2019,
\nsuggesting some
\ngrasp of the
\nbroader field and
\nwider concepts.\tOutstanding
\ncritical
\nAssessment and
\nanalysis of
\nconcepts and
\nprinciples. Uses
\nevidence
\nexceptionally
\nwell to connect
\nideas, and
\nsupport highly
\nlogical and
\npersuasive,
\narguments and
\njudgements.
\nEvidence of
\nindependent
\nthought and
\nability to \u2018see
\nbeyond the
\nquestion\u2019,
\nsuggesting a
\nclear grasp of
\nthe broader field
\nand wider
\nconcepts.
\nPerceptive
\nrecognition of<\/p>\n
Level 5\tFAIL\tMARGINAL FAIL\tSATISFACTORY
\n(3rd \/ Pass)\tGOOD
\n(2.2 \/ Pass)\tVERY GOOD
\n(2.1 \/ Merit)\tEXCELLENT
\n(1st \/ Distinction)\tEXCEPTIONAL
\n(1st \/ Distinction)
\nCategory\t0-29%\t30-39%\t40-49%\t50-59%\t60-69%\t70-84%\t85-100%
\nthe limits of their
\nknowledge, and
\nhow this
\ninfluences their
\nanalyses and
\ninterpretations.
\nPractical skills
\n(Apply underlying
\nconcepts and
\nprinciples more
\nwidely outside the
\ncontext in which
\nthey were first
\nstudied; use a
\nrange of
\nestablished
\ntechniques;
\npropose solutions
\nto problems
\narising from
\nanalysis.)\tLimited or no
\nuse of
\nestablished
\nmethods,
\nmaterials, tools
\nand\/or
\ntechniques.
\nLittle or no
\nappreciation of
\nthe context of
\nthe application.
\nLimited
\nunderstanding of
\nthe application of
\ntheory to
\npractice or
\nmaking
\nappropriate links
\nbetween the two.
\nVery weak
\nproblem-solving
\nskills outside the
\ncontext in which
\nthey were first
\nstudied.\tRudimentary
\napplication of
\nestablished
\nmethods,
\nmaterials, tools
\nand\/or
\ntechniques but
\nwithout
\nconsideration
\nand
\ncompetence.
\nFlawed
\nappreciation of
\nthe context of
\nthe application.
\nWeak
\nunderstanding of
\nthe application of
\ntheory to
\npractice, with
\nonly occasional
\nevidence of
\nmaking
\nappropriate links
\nbetween the two.
\nWeak problem
\nsolving skills
\noutside the
\ncontext in which
\nthey were first
\nstudied.\tAn adequate
\nawareness and
\nmostly
\nappropriate
\napplication of
\nestablished
\nmethods,
\nmaterials, tools
\nand\/or
\ntechniques.
\nBasic
\nappreciation of
\nthe context of
\nthe application.
\nTheoretical
\nknowledge and
\nunderstanding
\napplied in
\npractice, but not
\nalways making
\nlogical links
\nbetween the two.
\nCan identify
\nproblems and
\npropose basic
\nsolutions outside
\nthe context in
\nwhich they were
\nfirst studied.\tA good and
\nappropriate
\napplication of
\nestablished
\nmethods,
\nmaterials, tools
\nand\/or
\ntechniques.
\nClear
\nappreciation of
\nthe context of
\nthe application.
\nMainly
\nconsistent,
\naccurate and
\nlogical
\napplication of
\ntheory to
\npractice, making
\nappropriate links
\nbetween the two.
\nCan identify
\nproblems and
\npropose mostly
\nappropriate
\nsolutions outside
\nthe context in
\nwhich they were
\nfirst studied.\tA very good
\napplication of a
\nrange of
\nestablished
\nmethods,
\nmaterials, tools
\nand\/or
\ntechniques.
\nVery good
\nconsideration of
\nthe context of
\nthe application,
\nwith perceptive
\ninsights.
\nConsistent,
\naccurate and
\nlogical
\napplication of
\ntheory to
\npractice, making
\nappropriate links
\nbetween the two.
\nCan identify
\nproblems and
\npropose
\nappropriate
\nsolutions outside
\nthe context in
\nwhich they were
\nfirst studied.
\nEvidence of
\nsome creativity.\tAn advanced
\napplication of a
\nrange of
\nestablished
\nmethods,
\nmaterials, tools
\nand\/or
\ntechniques.
\nThe context of
\nthe application is
\nwell considered,
\nand insightful.
\nConsistent,
\naccurate and
\nlogical
\napplication of
\ntheory to
\npractice, making
\nwell-developed
\nlinks between
\nthe two. Can
\nidentify problems
\nand propose
\nexcellent,
\ncreative
\nsolutions outside
\nthe context in
\nwhich they were
\nfirst studied.\tExceptional
\nlevels of
\napplication and
\ndeployment
\nskills using
\nestablished
\nmethods,
\nmaterials, tools
\nand\/or
\ntechniques.
\nConsistent,
\naccurate and
\nlogical
\napplication of
\ntheory to
\npractice, making
\nhighly developed
\nlinks between
\nthe two. Can
\nidentify routine
\nand non-routine
\nproblems and
\npropose quite
\nsophisticated,
\ncreative
\nsolutions outside
\nthe context in
\nwhich they were
\nfirst studied.
\nTransferable
\nskills for life\tCommunication
\nmedium is\tCommunication
\nmedium is poorly\tCan
\ncommunicate in\tCan
\ncommunicate\tCan
\ncommunicate\tCan
\ncommunicate\tCan
\ncommunicate<\/p>\n
Level 5\tFAIL\tMARGINAL FAIL\tSATISFACTORY
\n(3rd \/ Pass)\tGOOD
\n(2.2 \/ Pass)\tVERY GOOD
\n(2.1 \/ Merit)\tEXCELLENT
\n(1st \/ Distinction)\tEXCEPTIONAL
\n(1st \/ Distinction)
\nCategory\t0-29%\t30-39%\t40-49%\t50-59%\t60-69%\t70-84%\t85-100%
\nand
\nprofessional
\npractice
\n(Effectively
\ncommunicate in a
\nvariety of forms
\nto specialist and
\nnon-specialist
\naudiences; the
\nqualities and
\ntransferable skills
\nnecessary for
\nemployment
\nrequiring the
\nexercise of
\npersonal
\nresponsibility and
\ndecision-making.)\tinappropriate or
\nmisapplied.
\nWork is poorly
\nstructured,
\ndisorganised
\nand\/or
\nconfusingly
\nexpressed. Very
\nweak use of
\nlanguage and\/or
\nvery
\ninappropriate
\nstyle. Failure to
\nwork effectively
\nas part of a
\ngroup. Little or
\nno evidence of
\nthe skills for
\nemployment
\nrequiring the
\nexercise of
\npersonal
\nresponsibility
\nand decision
\nmaking.\tdesigned and\/or
\nnot suitable for
\nthe audience.
\nWork is poorly
\npresented in a
\ndisjointed
\nmanner. It is
\nloosely, and at
\ntimes
\nincoherently,
\nstructured, with
\ninformation and
\nideas often
\npoorly
\nexpressed.
\nWeak use of
\nlanguage and\/or
\ninappropriate
\nstyle. Flawed
\napproach to
\ngroup work,
\nmeeting only
\npartial
\nobligations to
\nothers. Limited
\nevidence of the
\nskills for
\nemployment
\nrequiring the
\nexercise of
\npersonal
\nresponsibility
\nand decision
\nmaking.\ta suitable
\nmedium for the
\naudience but
\nwith some room
\nfor improvement.
\nMostly ordered
\npresentation and
\nstructure in
\nwhich relevant
\nideas \/ concepts
\nare reasonably
\nexpressed. Work
\nmay lack
\ncoherence in
\nplaces. Can
\nwork as part of a
\ngroup, meeting
\nmost obligations
\nto others but
\nperhaps with
\nlimited
\ninvolvement in
\ngroup activities.
\nDemonstrates
\nthe basic skills
\nfor employment
\nrequiring the
\nexercise of
\npersonal
\nresponsibility
\nand decision
\nmaking, with
\nsome areas of
\nminor weakness.\teffectively in a
\nsuitable medium
\nfor the audience,
\nbut may have
\nminor errors.
\nMostly coherent,
\norganised work,
\nin a suitable
\nstructure and is
\nfor the most part
\nclearly
\nexpressed. Can
\nwork effectively
\nindependently
\nand\/or as part of
\na team, with
\nclear
\ncontribution to
\ngroup activities.
\nDemonstrates
\nthe skills for
\nemployment
\nrequiring the
\nexercise of
\npersonal
\nresponsibility
\nand decision
\nmaking, with
\nsome areas of
\nstrength and
\nsome of minor
\nweakness.\twell, confidently
\nand consistently
\nin a suitable
\nmedium for the
\naudience.
\nWork is
\ncoherent, fluent,
\nwell-structured
\nand organised.
\nCan work very
\nwell
\nautonomously
\nand\/or as part of
\na team, with very
\ngood
\ncontribution to
\ngroup activities.
\nDemonstrates
\nvery good skills
\nfor employment
\nrequiring the
\nexercise of
\npersonal
\nresponsibility
\nand decision
\nmaking, with just
\noccasional minor
\nweakness.\tprofessionally
\nconfidently and
\nconsistently in a
\nsuitable medium
\nfor the audience.
\nWork is
\ncoherent, very
\nfluent and is
\npresented
\nproficiently. Can
\nwork
\nautonomously
\nwith initiative.
\nWhere relevant
\ncan work
\nprofessionally
\nwithin a team,
\nshowing
\nleadership skills
\nas appropriate,
\nand meeting
\nobligations.
\nDemonstrates
\nexcellent skills
\nfor employment
\nrequiring the
\nexercise of
\npersonal
\nresponsibility
\nand decision
\nmaking and an
\nappetite for
\nfurther
\ndevelopment.\twith an
\nexceptionally
\nhigh level of
\nprofessionalism,
\nhighly suitable
\nfor the audience.
\nWork is
\nexceptionally
\ncoherent, very
\nfluent and is
\npresented
\nprofessionally.
\nCan work
\nexceptionally
\nwell within a
\nteam, showing
\nleadership skills.
\nDemonstrates
\nexceptional skills
\nfor employment
\nrequiring the
\nexercise of
\npersonal
\nresponsibility
\nand decision
\nmaking and an
\nappetite for
\nfurther
\ndevelopment.<\/p>\n","protected":false},"excerpt":{"rendered":"
Leadership and Management Skills Page 1 of 12 APPENDIX GA36b LEVEL 5 ASSESSMENT SPECIFICATION AssignmentTutorOnline Programme: BA (Hons) Leadership and Management Skills for the Workplace\u2026<\/p>\n","protected":false},"author":3,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[9033,7586,1386,7589,9034,9031,7587,7588,7584,7585,9032],"tags":[8809,7838,8811,8808,8813,8807,8806,8814,8810,8812],"class_list":["post-106897","post","type-post","status-publish","format-standard","hentry","category-assignment-help-uae","category-best-dissertation-writing-service-in-australia","category-best-research-paper-writing-services-in-usa","category-capstone-project-writing-service","category-cheap-essay-writing-services-china","category-essay-writing-service-usa","category-legitimate-phd-dissertation-writing-services-usa","category-term-paper-writing-service","category-thesis-writing-service-in-canada","category-uae-best-dissertation-writing-help-service","category-write-my-essay-australia","tag-best-master-thesis-writing-service","tag-best-thesis-writing-services","tag-cheap-thesis-writing-services","tag-master-thesis-help","tag-master-thesis-writing-service","tag-thesis-help-online-free","tag-thesis-writing-help-online","tag-thesis-writing-services-cost","tag-thesis-writing-services-near-me","tag-thesis-writing-services-reviews"],"_links":{"self":[{"href":"https:\/\/www.studyproessays.com\/help\/wp-json\/wp\/v2\/posts\/106897","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.studyproessays.com\/help\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.studyproessays.com\/help\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.studyproessays.com\/help\/wp-json\/wp\/v2\/users\/3"}],"replies":[{"embeddable":true,"href":"https:\/\/www.studyproessays.com\/help\/wp-json\/wp\/v2\/comments?post=106897"}],"version-history":[{"count":0,"href":"https:\/\/www.studyproessays.com\/help\/wp-json\/wp\/v2\/posts\/106897\/revisions"}],"wp:attachment":[{"href":"https:\/\/www.studyproessays.com\/help\/wp-json\/wp\/v2\/media?parent=106897"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.studyproessays.com\/help\/wp-json\/wp\/v2\/categories?post=106897"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.studyproessays.com\/help\/wp-json\/wp\/v2\/tags?post=106897"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}